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Gr 3 Resources

Introduction to Games: Days 1-3

District Benchmarks:
NO 4.2: Compare and order numbers to ten thousand
NO 3.2: Use mental math to add and subtract two digit numbers
NO 1.1 Develop concepts of multiplication and division through the use of equal-sized groups, arrays, skip counting on number lines for multiplication, and successive subtraction, partitioning, and sharing for division

Supportive Materials:
Teacher's Lesson Guide- pg. 6
Math Masters-pg. 462-463
Student reference book-Pg.

Activities: Teach Games for Unit 1:

• Number Line Squeeze
• Less Than You!
• Addition Top-It!
• Name That Number
• Number-Grid Difference Game
• Beat the Calculator
• Spinning for Money- Math Masters p 462-463

Lesson # 1.1 -Day4 :Numbers and Number Sequences

District Benchmark(s):

• NO 4.2 Compare and order numbers to ten thousand
• Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
• Grade 2-NO 6.1: COUNTS 2's, 5's, 10's to 100.

Enduring Understanding:

• Knowledge of place value extends to multiple representations of 10,000

Essential Questions:

• Why do we have an order for numbers?
• When would you need to put numbers in order?

Support Materials

• Mental Math and Reflexes 1.1
• Math Journal, pp. 1 and 2
• Numbers All Around Museum- Teacher made poster showing places you would see numbers
• Class Data Pad
• Home Link Master

Assessment:

• Formative: journal page 1, Problems 1and 2 to assess children's progress toward extending numerical patterns.
• Student Self-Assessment: With an elbow buddy talk about why numbers are in sequence
• Summative: Math probe/ ITBS

Activities:

• Counting up and back by 10's starting at a variety of different numbers
• Looking at a poster of numbers and talking about all the different places we see numbers
• Writing numbers in sequence
• Looking for numbers in the room- with a partner discuss the importance of the numbers

Peer Check:

• [_Y] Problem-Based (Y or N)

• [_Y] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [_Y] Student-to-Student Engagement

• [_Y] EM/CP as primary materials

Lesson 1.2: Day 5: Number Grids

District Benchmarks:

• NO 4.2 Compare and order numbers to ten thousand
• Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
• Grade 2-NO 6.1: COUNTS 2's, 5's, 10's to 100.

Enduring Understanding:

• Counting in units of hundreds, tens and ones advances understanding of place value.
• Place value is applied to compare, order, and write multi digit numbers

Essential Questions:

• Why do we have an order for numbers?
• When would you need to put numbers in order?

Support Materials:

• Mental Math Reflexes 1.2
• Math Message 1.2
• Math Journal 1,pp. 1 and 3
• Home Link 1.1 follow up
• Teacher Master p. 10- if needed
• Class Data Pad containing numbers from 1.1
• Class Number Grid Poster
• Half sheets of paper

Assessment:

• Formative: Listen for students who can not order numbers greater than 110. Also use journal page 3, problems 8 and 9 to assess children's progress toward describing and extending numerical patterns.
• Student Self-Assessment: Students will see how well they do on the exersize 2 number grid puzzle working with a partner
• Summative: ITBS/Math Probe

Activities:

• Students will count up and back counting by 1s,10's, and 100's starting at many different numbers.
• Students will write the largest and smallest number they can read.
• Students will use the number grid to see patterns of numbers.
• Students will find the missing numbers on a number grid

Time to Complete: 1 day

Peer Check:

• [_Y] Problem-Based

• [_Y] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [_N] Student-to-Student Engagement

• [_Y] EM/CP as primary materials

Lesson 1.3- Day 6: Introducing the Student Reference Book

District Benchmarks:

• NO 4.1 Model understanding of place value of 4 digit numbers by reading numbers correctly.
• Add and subtract 3 and 4 digit numbers
• Compare and order numbers to ten thousand
• Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
• Concepts

Enduring Understanding:

• Knowledge of place value extends to multiple representations of 10,000
• Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digits

Essential Questions:

• How many reasons can you think of that you would need to use addition?
• Why do we need numbers past one thousand?

Support Materials:

• Math Journal 1, p.4
• Student Reference Book
• Home Link 1.2
• Per partner: 1 set of number cards
• half sheets of paper
• yard stick

Assessment:

• Formative: Use mental math and reflexes to assess the students' progress toward writing whole numbers
• Student Self-Assessment:
• Summative:

Activities:

• Students will write dictated numbers during mental math
• Students will explore the Answer Key,Table of Contents, Glossary, Data Bank, and Index of the Student Reference Book
• Students will learn and play a game to practice addition facts

Time to Complete: 1 day

Peer Check:

• [_Y] Problem-Based

• [_Y] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [_Y] Student-to-Student Engagement

• [_Y] EM/CP as primary materials

Lesson # 1.4 -Day 7 : Tools for Mathematics

District Benchmark(s):

• Grade 2: G 9.1 Tell Time to 5 minute intervals and explores elapsed time
• NO 4.3 Add and subtract 3 and 4 digit numbers

Enduring Understanding:

• Measurement requires improved skill in measuring with fractional parts of linear units
• Knowledge of place balue to 10,000 increases ability to mentally compute 3-4 digit numbers

Essential Question:

• How long does it take to do each of your morning routines?

Support Materials:

• Math Journal 1, p. 5
• Student Reference Book pp. 103 and 109 (optional)
• Home Link 1.3
• Math Master p. 397
• tool kit
• slate, brads, scissors (optional)
• ruler and paper for visualizer
• Lost and Found Box
• Demonstration clock
• Student Reference Book p. 270
• Home Link Master p.12
• Per group: number cards

Assessments:

• Formative: recognizing student achievement using journal page 5, Problem 1-3 to assess childrens' progress toward showing and writing time in digital notation to the nearest minute.
• Student Self-Assessment: Work with buddy and check each other answers when given a time to show on the clock
• Summative: ITBS/Math Probe

Activities:
Review telling time during mental math using individual clocks
Play Addition Top-It to review addition
Introduce the tool kit
Time to complete: 1 day

Peer Check:

• [_Y] Problem-Based (Y or N)

• [_Y] Aligns with ICC

• Y Aligns with district benchmarks
• [_Y] Student-to-Student Engagement

• [_Y] EM/CP as primary materials

Lesson #1.5- Days 8&9 : Analyzing and Displaying Data

District Benchmark(s):

• DA 2.1 Build understanding of mean, median, mode and range within a data set through the use of manipulatives.
• DA 3.1 Collect data using surveys
• DA 1.1 Represent and interpret data in pictographs, line plots, bar graphs, tables, and tallies.
• DA 1.2 Solve problems using information from graphs

Enduring Understanding:

• Frequency tables, bar graphs, picture graphs and line plots demand the application of addition, subtraction, multiplication, and division(whole numbers) to solve problems.

Essential Question(s):

What would be a good reason to make a bar graph?

• What are the advantages of displaying data in a tally chart or in a bar graph ?

Support Materials:

• Math Journal 1, pp.4,6, ,7 and 8
• Student Reference Book, pp.76 and 86
• Teaching Master- Math Masters p.341 optional
• Home Link 1.4
• Class Data Pad
• graphing software
• Home Link Masters p. 14

Assessment:

• Formative:Recognizing Student Achievement using math boxes, Problem 1.
• Student Self-Assessment:
• Summative: ITBS/Math Probe

Activities (Pedagogy):

• Mental Math: Review ones, tens, and hundreds place
• Math Message: Collect data about number of letters in first and last name
• Display data in journal
• Introduce Math Boxes: Do math boxes 2-6 with a partner

Time to Complete: 2 days

Peer Check:

• [_Y] Problem-Based (Y or N)

• [Y_] Aligns with ICC

• [Y_] Aligns with Dist. Benchmarks

• [Y_] Student-to-Student Engagement

• [Y_] EM/CP as primary materials

Lesson #1.6 -Day 10 :Equivalent Names

District Benchmark(s):

• NO1.1:Develop concepts of multiplication and division through the use of equal-sized groups, arrays, skip counting on number lines for multiplication and successive subtraction, partitioning, and sharing for division.
• NO 3.2 Use mental math to add and subtract two digit numbers

Enduring Understanding:

• Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers
• Multiplication is modeled through repeated equal sized groups, arrays, area models, and equal jumps o a number line

Essential Question(s):

• How many ways can you show the number 25?

Support Materials:

• Math Journal 1, p.9 and 10
• Student Reference Book, pp. 14,15, 299, 300
• Home Link 1-5
• Math Master p.16
• number cards
• demonstration
• tool kit clocks
• slate

Assessment:

• Formative: Recognizing student achievement: journal page 9, problems 3 and 4
• Student Self-Assessment:
• Summative:ITBS/Math Probe

Activities:

• Mental Math and Reflexes: Reviewing use of time
• Math Message: Review of addition and subtraction
• Introduce name collection box problems
• Play Game Name that Number
• Math boxes- measurement, ordering numbers, place value

Time to complete: 1 day

Peer Check:

• [_Y] Problem-Based (Y or N)

• [_Y] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [_Y] Student-to-Student Engagement

• [Y_] EM/CP as primary materials

Lesson # 1.7 -Days 11&12 : The Language of Chance Event

District Benchmarks:

• DA 4.1 Examine the probability of experiments with simple outcomes

Enduring Understanding:

• Probability is the chances you have of something happening.

Essential Questions:

• Do you think you could win the lottery?

Support Materials:

• Math Journal 1, p. 11, 12
• Home Link 1.6
• Math Masters, p. 17
• Chance Museum
• slate
• Student Reference Book pp. 299 and 300
• Home Link Master p. 18
• number cards

Assessment

• Formative: Journal page 11, problems 1 and 2
• Student Self-Assessment:
• Summative: Math Probe/ ITBS

Activities:

• Mental Math and Reflexes: Writing numbers using 10's, 100's and thousands
• Math Message: probability workpage
• Introduce words and phrases associated with chance events
• Making lists of certain and uncertain events
• Play Name that Number
• Math Boxes mixed practice

Time to Complete: 2 days

Peer Check:

• [Y_] Problem-Based (Y or N)

• [Y_] Aligns with ICC

• [Y_] Aligns with Dist. Benchmarks

• [_Y] Student-to-Student Engagement

• [Y_] EM/CP as primary materials

Lesson # 1.8 -Day 13 :Finding Differences

District Benchmarks:

• NO 3.2 Use mental math to add and subtract two digit numbers
• NO 4.3 Add and subtract 3 and 4 digit number

Enduring Understandings:

• Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers

Essential Questions:

• What do you know about subtraction?

Support Materials:

• Math Journal 1, p.13 and 14
• Student Reference Book, p. 301
• Home Link 1.7
• Teaching Masters pp. 10 (optional p. 21)
• Math Masters p. 398
• Game Master p.452
• counters
• class number grid poster
• number cards
• calculator
• Home Link Master p. 20
• Teacher Masters p. 21

Assessment:

Formative: Recognizing student achievement: Problem 5 on journal page 13

• Student Self-Assessment:
• Summative: ITBS/ Math Probe

Activities:

• Mental Math and reflexes: tens, hundreds, and thousands place
• Math Message: Comparing numbers
• Finding Differences using a number grid
• Number-Grid Difference Game
• Math boxes: Mixed Practice

Time to complete: 1 day

Peer Check:

• [_Y] Problem-Based (Y or N)

• [Y_] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [_Y] Student-to-Student Engagement

• [Y_] EM/CP as primary materials

Lesson # 1.9 -Day14 : Calculator Routines

District Benchmark(s):

• NO 4.1 Model understanding of place value of 4 digit number by reading number correctly.
• No 4.2 Compare and order numbers to ten thousand

Enduring Understanding:

• Knowledge of place value extends to multiple representations of 10,000

Essential Question(s):

• When would be the best time to use a calculator?

Support Materials:

• Math Journal 1, p. 15 and
• Home LInk 1.8
• calculator
• Student Reference Book, p. 278
• Home Link Master p. 23
• number cards 0-10

Assessment:

• Formative: Recognizing student achievement, journal page 15, problem 7
• Student Self-Assessment:
• Summative: ITBS/ Math Probe

Activities (Pedagogy):

• Mental Math and Reflexes: Counting by 2's, 10's, 100's
• Instruction for using calculator
• Play Beat the Calculator
• Math Boxes: Mixed Practice

Time to Complete:1 day

Peer Check:

• [Y_] Problem-Based (Y or N)

• [_Y] Aligns with ICC

• [_Y] Aligns with Dist. Benchmarks

• [Y_] Student-to-Student Engagement

• [_Y] EM/CP as primary materials

Lesson # 1.10-Day 15 : Money

District Benchmark(s):

• Grade 2: NO6.1 Count by 2's,5's,and 10's to 100
• A 3.1 Use the terms greater than or less than when comparing

Enduring Understanding:

• Knowledge of place value extends to multiple representations of 10,000
• Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers

Essential Questions:
Why is it important to save money?

Support Materials:

• Math Journal 1, pp.17, 18, and 19
• Student Reference Book, p. 212, 299, and 300
• Home Link 1.9
• slate
• 25-30 pennies and 6-10 nickels, dimes, and quarters
• Home Link master p. 24
• number cards 0-20

Assessment:

• Formative:Journal page 17, problems 8-10
• Student Self-Assessment: Working with partner: Do I know how to make change?
• Summative: Math Probe/ ITBS

Activities:

• Mental Math:Count by 5's, 10's, and 25's using coins
• Count coint combinations
• Writing our dollars and cents correctly
• Reviewing greater than and less than symbols
• Practicing skills with money: Making change with a partner
• Playing Name that Number
• Math Boxes: Mixed Practice

Time to complete: 1 day

Peer Check:

• [_] Problem-Based (Y or N)

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson #1.11: Day16: Solving Problems With Dollars and Cents

District Benchmark:

• Grade 2: NO6.1 Count by 2's,5's,and 10's to 100
• A 3.1 Use the terms greater than or less than when comparing
• Using mental math to add and subtract two digit numbers

Enduring Understanding:

• Knowledge of place value extends to multiple representations of 10,000
• Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers

Essential Question:

• What did you buy the last time you went to the store? Did you have the exact change or did you get change back?

Support Materials:

• Math Journal 1, p.20, 21, and 22
• Student Reference Book, p. 214
• Home Link 1.10 p.26
• Math Masters, pp. 399-402
• calculator, coins
• half sheet of paper

Assessment:

• Formative:Use mental math to assess children's progress toward ordering whole numbers
• Student Self-Assessment:
• Summative: ITBS/Math Probe

Activities:

• Mental Math: Putting numbers in order
• Shopping activity: Do you have enough money?
• Calculating the Value of Coin Collection
• Math Boxes: Mixed Practice

Time to Complete: 1 day

Peer Check:

• [_] Problem-Based (Y or N)

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson # 1.12- Day 17: Patterns

District Benchmark:

• A4.1 Describe numeric and nonnumeric patterns verbally

Enduring Understanding:

• Deep conceptual understanding of multiplication is enforced through creation and analysis of patterns

Essential Question:

• What pattern would you use to figure out about how many weeks in a year?

Support Materials:

• Math Journal 1, pp. 23 , 24, and 25
• Home Link 1.11 p.28
• Teaching Master p. 27 op.p. 21
• calculator op
• number grid
• number line
• Game Master p. 452

Assessment:

• Formative:Journal p. 23 problems 5 and 6

Student Self-Assessment:
Summative: Math Probe/ ITBS
Activities:

• Mental Math:counting by 2s,5s,10s
• Finding patterns with numbers
• Play Number Grid difference game
• Math Boxes: Mixed review

Time to complete: 1 day


Peer Check:

• [_] Problem-Based (Y or N)

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials

Lesson # 1.3-Day 17: The Length of Day Project

District Benchmarks:

• Grade 2: G 9.1 Tell Time to 5 minute intervals and explores elapsed time
• Collect data using surveys
• Use mental math to add and subtract 2 and 3 place numbers

Enduring Understanding:

• Measurement requires improved skill in measuring with fractional parts of linear units

Essential Question:

• What do you know about the sunrise and the sunset?

Support Materials:

• Math Journal pp. 26, 27, and 28
• Home Link 1.12, p.30
• Math Master p.404,440
• Tool kit clock
• Demonstarion clock
• List of recent sunrise/sunset times
• sunrise/sunset chart
• colored marker
• job chart
• Student reference book p270
• number cards 1-10
• calculator

Assessments:

• Formative: Math Masters p. 440
• Student Self-Assessment:
• Summative: ITBS/Math Probe

Activities:

• ** Mental Math: Telling Time
  • Discuss sunrise sunset data
  • Introduce year long sunrise sunset project
  • Calculating elapsed time
  • Play Addition Top-It
  • Math Boxes: Mixed practice

Time to Complete: 1 day
Peer Check:

• [_] Problem-Based (Y or N)

• [_] Aligns with ICC

• [_] Aligns with Dist. Benchmarks

• [_] Student-to-Student Engagement

• [_] EM/CP as primary materials